eric.ed.gov har udgivet: The Teacher Effectiveness Enhancement Programme (TEEP) is a CPD programme that aims to improve teachers’ classroom practice. TEEP training is offered as a whole-school approach by the Schools, Students and Teachers Network (SSAT). All staff in a school received three days of training over a period of two terms. A smaller cohort of teachers, chosen by the school leadership team, receive two further days of training the following term to help embed and develop the TEEP strategies across the school. The training focuses on developing pedagogical knowledge (for example, assessment for learning or collaborative learning), understanding different phases of learning (such as preparing for learning and demonstrating understanding), and effective teacher behaviours (including classroom management and interactive teaching). The programme provides a comprehensive language and framework for… Continue Reading →
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eric.ed.gov har udgivet: Achieving high-quality preschool at scale is challenging; to do so likely entails a combination of program standards, teacher qualifications and compensation, on-site quality monitoring, and professional development (PD). This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of the nation’s largest school districts. We leverage the opportunity provided by a “natural experiment” to estimate PD’s effects that embeds an evidence-based math curriculum in interdisciplinary units of study with coaching support on teacher math practices. A total of 95 schools participated in this study (51 treatment and 44 comparison schools). Treatment sites implemented more teacher-led math activities for a longer period compared to control sites. The size and magnitude of the impacts of a curriculum… Continue Reading →
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eric.ed.gov har udgivet: Longitudinal trends revealed an increase in the prevalence of HISD students with disabilities compared to all students in the district from the 2017-2018 to the 2018-2019 academic year (7.2% to 7.5%). Students with disabilities were more likely to be male and Hispanic with a learning disability. An over-representation of African American students was evident over the past four years compared to other ethnic groups. The Office of Special Education Services (OSES) staff offered more than 1,200 professional development opportunities to school administrators, teachers, parents, and community stakeholders in targeted areas, including reading, math, writing, and behavior. There was a substantial increase in the percentage of initial evaluations (72.6%) and reevaluations (13.7%) for special education services, while the percentage of psychological evaluations more than tripled, and speech evaluations… Continue Reading →
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eric.ed.gov har udgivet: This work summarizes the results of two randomized control trails (RCTs) aimed at evaluating the effectiveness of a professional development program for lower secondary school math teachers. The program, called M@t.abel, was financed by the Ministry of Education in Southern Italy with EU funds. It lasts a full school year and it is based on formal and on-line tutoring, providing alternative methods for teaching traditional math contents. The program and its evaluation were both held at scale, a situation far from artificial settings and allowing for the observation of real constraints faced in delivering such a service. This situation, along with the replication of the RCT on two consecutive cohorts of teachers, provides several opportunities and challenges both from the policy and research practice points of view.… Continue Reading →
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eric.ed.gov har udgivet: This article describes the evaluation of an online professional development program funded by the State of Colorado to address the need for highly qualified science teachers in high need and/or rural school districts. Recruitment and the retention of highly qualified educators in high need and/or rural school districts is a critical factor affecting the education and the possible career trajectory of students enrolled in science, technology, engineering and math (STEM) related courses. The program describes the participants experiences with the online format, the educational courses offered, and the overall effect of the program. The results of the evaluation provided positive results for participants experience and valuable information regarding improvements to such programs. Link til kilde
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eric.ed.gov har udgivet: “Maths by Email” (MbE) is a free fortnightly email newsletter produced through a partnership between CSIRO Education and the Australian Mathematical Sciences Institute (AMSI), with funding from the Australian Government Department of Education, Employment and Workplace Relations (DEEWR). The principal aim of MbE has been “to communicate that mathematics is making a valuable contribution to the community, is relevant, beautiful, interesting and enjoyable and provides many employment opportunities.” This evaluation study was commissioned by CSIRO Education to provide independent feedback to the editors and publisher of the “Maths by Email” (MbE) initiative to potentially improve the service and to inform decision making regarding future plans for the service. In detail, the study was concerned with (i) who is using MbE and how it is being used; (ii)… Continue Reading →
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eric.ed.gov har udgivet: Research has proven that teachers have a fundamental influence on student results. Moreover, effective teacher professional development is one of the key mechanisms for improving student achievement. By the most recent OECD (Organisation for Economic Cooperation and Development) definition, “Professional development is defined as activities that develop an individual’s skills, knowledge, expertise and other characteristics as a teacher.” The M@t.abel program suits this definition both in terms of increasing teacher subject knowledge and in terms of providing math teachers with alternative solutions and methods for presenting usual contents. Given that the effects of any professional development program on student achievement are mediated by teacher actual practices in the classroom, it is necessary to verify whether teachers enrolled in the M@t.abel program do follow the training, whether they… Continue Reading →
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eric.ed.gov har udgivet: In this paper, the authors present their experiences from participating in a National Science Foundation (NSF) I-Corps L training program established for business startups, using Blank’s Lean LaunchPad, Osterwalder’s Business Model Canvas, and associated tools. They used the entrepreneurial skills acquired through this training to scale-up their emerging innovation, the Cincinnati Engineering Enhanced Math and Science Program (CEEMS), which had been developed, implemented, and evaluated with successful results over a period of seven years in a targeted 14 school-district partnership in Greater Cincinnati. The overriding goal was to improve student learning and success rates in K-12 math and science courses by helping to accelerate the process of bringing effective educational innovation, CEEMS, to scale. In CEEMS, teachers were trained in using challenge-based learning (CBL) and the engineering… Continue Reading →
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eric.ed.gov har udgivet: Since established by an Appropriations Act in 2006, the Teacher Incentive Fund (TIF) competitive grant program in the U.S. Department of Education has supported human capital strategies “to ensure that students attending high-poverty schools have better access to effective teachers and principals, especially in hard-to-staff subject areas” such as science and math. Responding to the national agenda to improve STEM education, in 2012, the fourth cohort of the Teacher Incentive Fund federal grant competition (TIF4) included special consideration for projects designed to improve STEM education by identifying, developing, and utilizing master teachers as leaders of broader improvements (OESE, 2012a). Houston Independent School District’s (HISD) approach to STEM education — described in this report — is an innovative policy response to the national challenges of preparing students for… Continue Reading →
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eric.ed.gov har udgivet: The fourth cohort of the Teacher Incentive Fund federal grant competition (“TIF4”) included special consideration for projects that would identify, develop, and utilize master teachers as leaders of STEM education. In September 2012, the Houston Independent School District (HISD) was awarded a TIF4 grant for $15.9 million to implement a human capital approach to improving STEM education. The TIF4 project schools were among the HISD schools serving grades K-8 with the highest student economic disadvantage and the most risk factors for chronic absenteeism. A human capital approach to strengthening STEM education addressed the TIF4 project schools’ need for high-quality supports for student learning, and the systemic challenges to teacher retention, development, and recruitment in hard-to-staff subjects. This report overviews the performance-based compensation strategies implemented through the TIF4… Continue Reading →
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